025.431: The Dewey blog

Zoom and other internet meetings

What’s the best DDC number for a work about using Zoom, or other online meeting applications like Google Hangouts, Microsoft Teams, or WebEx? As with many topics, it can really depend based on the emphasis and the discipline of the book.

At 004.6 Interfacing and communications, you can find the mapped LCSH “Internet videoconferencing”. You’ll also find a see-Manual reference for 004.6 vs. 384.3 Computer communication services, which suggests 004.6 if in doubt.

You might think a work like Zoom for dummies doesn’t sound like computer science, but the DDC doesn’t limit computer science to the sort of advanced material you’d find in a university computer science department. “How-to” type works about using computer applications fit here just fine.

But take care if you have a work that isn’t really about using Zoom or similar programs. Consider a work like You’re on mute. With a chapter on dating and advice like not engaging in video calls while in the bathroom (!), it sounds more like etiquette. I’d recommend 395.5 Etiquette by situations for this work, which has online etiquette in an including note. Too bad this is in standing room and you can’t add T1—0207 Humorous treatment!

If you have a work about Zoom and similar technologies for instructional use, like Introduction to teaching with Zoom, check 371.358 Electronic distance education, which has teleconferencing in an including note.

Other numbers you might want to consider include 658.456, for business meetings, or even 060, the interdisciplinary number for meetings. Should you add T1—0285 Computer applications if able? Good question. Just because something’s happening with a computer doesn’t mean you should necessarily add it, given how much we do in our daily lives with computers now.

Above all, consider your work in hand. Computer science could be appropriate even if the work isn’t highly technical… but many other disciplines could be appropriate if they’re the focus of the work.

I’m hoping to discuss these issues further with the Editorial Policy Committee (EPC) at their next meeting—and we may have some improvements to our coverage of topics like Zoom meetings then too. In the meantime, I’d love to hear about what kind of literature you’re seeing in this area, and where you’re classing it.

Joe Biden in the DDC

Yesterday, we added a new number to the classification:

973.934 Administration of Joseph R. Biden, Jr., 2021-

I wrote last year about how we maintain the numbers for leaders of countries in the history schedules. Yesterday’s publication also closed out the time span in the caption of 973.933, for Biden’s predecessor. Browse in the Relative Index and you’ll see the following:

What’s the difference between these two terms? Future works about Joe Biden himself, such as biographies, belong at 973.934092 (T1—092 Biography added to the new number). Works about Biden’s whole administration just belong at 973.934. The Relative Index term reflects that this number is for Biden as a subject in American history.

Now, I said future works about Joe Biden. See the Manual note T1—092 (WebDewey link), especially the section “Public figures”. It explains that you should classify comprehensive works based on the highest office a person reaches, unless there’s a compelling reason to do otherwise. Generally, someone elected US president will have had biographies about them before. There is no need to reclassify biographies of Biden as a legislator (328.73092, such as Promises to keep) or a vice president (973.932092, such as Promise Me, Dad), but for future works that also cover his presidency, prefer 973.934092.

Finally, we can’t forget Kamala Harris, the new vice president, and the first woman, first African American, and first Asian American to hold that office. Although we don’t name vice presidents in the schedules, they class with the presidential administration in which they served. The Manual note referred to above says, “Use 930-990 for monarchs, presidents, other heads of state, prime ministers, vice presidents, and regents, using the number for the period during which they held office.” Still, I went ahead and mapped the Library of Congress name authority record for Harris to 973.934092. No need to reclassify works on her, either. For now, it’s the best place for biographies of her going forward, but as Biden himself shows, “highest office reached” often doesn’t stop there.

EPC 142C exhibits available for review

Seven new proposals to revise Dewey are now available for public review at oc.lc/deweyexhibits. The Editorial Policy Committee will vote on them during the last week of October. The proposals for this meeting are: 

• EPC 142C-S02.1 - Library programs
• EPC 142C-S20.1 - Religious conversion
• EPC 142C-S36.1 - Vaping and vaping devices
• EPC 142C-S41.1 - Sign languages
• EPC 142C-S62.1 - Arms and armor
• EPC 142C-T2.1 - Counties of Kenya
• EPC 142C-T2.2 - Regions of Denmark

We're happy for any feedback, whether positive or negative; feel free to provide comments on this post, in the Dewey Contributors Google Group, or by email to [email protected] or an EPC member.

Defund the police: classification decisions

Here in the U.S., the police abolition movement has gained significant momentum since the killing of George Floyd by Minneapolis police in May 2020 and the continuing protests. Promoted with the phrase "defund the police," the movement argues that policing in the U.S. is inextricably tied with white supremacy and the capitalist interests of the ruling class and cannot be meaningfully reformed. Advocates of this argument propose dismantling police departments and creating alternate services which focus on building structures which support communities.

One of the classifiers at the Library of Congress recently received a Cataloging-in-Publication copy of a book discussing defund the police for a juvenile audience. The editors discussed multiple places where works on this topic might be classed. The scatter class-elsewhere note at 322.44 Reform movements reads "Class a movement seeking to reform a specific social function with the function, e.g., women's suffrage movement 324.623, welfare reform 361.68." So we looked to the social services hierarchy to find the class for Police services, 363.2.

One potential class for works on defunding the police is 363.20681, a number built from 363.2 Police services and T1—0681 Organization and financial management. The manual note at T1—068 says that the subdivisions of T1—068 parallel the subdivisions of 658, so reviewing 658.1 and its subdivisions can help you see what would be involved in T1—0681, including topics like financial management (658.15) and reorganization and dissolution of enterprises (658.16).

A broader option would be 363.2068, using T1—068 Management. This might be a good choice for a work on police abolition that included a significant amount of discussion about personnel management or marketing management (for example, in pitching community-oriented alternatives to policing).

One option you might consider is 363.208996073, a number built from 363.2 Police services + T1—089 Ethnic and national groups + T5—96073 African Americans. This could be an appropriate choice for works focusing on police service and racial discrimination against African Americans, but consider that other class numbers might be better choices. Check out our Black Lives Matter blog post to see other potential class numbers for works focused on the relationship between police and African Americans.

The specific book we were discussing introduced the topic by explaining the death of George Floyd as well as other police killings of Black people, but went on to focus on the general concept of what police abolition means, focusing on the implications of defunding and reinvesting money in other social services, so the editors suggested 363.20681. We anticipate more works in this area, so your feedback on where additional clarification or development is needed is helpful! Feel free to get in touch at [email protected].

It’s all a conspiracy!

Are you seeing more literature about conspiracy theories? Scholars who study them have seen them proliferate in the internet’s decentralized media landscape. You may have encountered them yourself on social media.

In the DDC, works on conspiracy theories have long gone in the hierarchy of 001.9 Controversial knowledge, though subject to the scatter class-elsewhere note instructing you to class controversial knowledge concerning a specific subject with the subject.

One of our partners at the Library of Congress alerted us to growing literature about conspiracy theories, so we created an exhibit to propose a new number for them. EPC approved it in their July electronic meeting, so let’s welcome the newest Dewey number: 001.98 Conspiracy theories!

The new class has a similar scatter note to the one at 001.9, to reiterate that works on conspiracy theories concerning a subject still go with a subject. The new class is perfect for works about conspiracy theories themselves, and those that deal with a variety of conspiracy theories across disciplines, such as Are conspiracy theories valid? It may also be appropriate for works on a single conspiracy theory with wide-ranging scope (e.g., Ancient aliens and the Illuminati, though don’t overlook 366 Secret associations and societies for works about the Illuminati).

When classifying such works, don’t forget about the first-of-two rule. Works on conspiracy theories may well have overlap with other topics at 001.9. For example, a work positing a conspiracy covering up the existence of the Loch Ness monster would class at 001.944 Monsters and related phenomena.

Dewey Demystified video series

Guest post by Kate Brown, Adult Non-Fiction Librarian, Clinton-Macomb Public Library (Michigan)

In the months that the Clinton-Macomb Public Library has been closed due to COVID-19 we've offered programs through Zoom and on Facebook Live. We've had story times, trainings on databases and book discussions and recommendations. Our enlivened Facebook page seemed a good place for a program I've always wanted to do on the basics of the Dewey Decimal system. Many Library customers seem mystified by the arrangement of non-fiction titles. I suspected that a basic understanding of the Dewey decades would enhance their ability to browse the collection productively and enjoyably. With this in mind, our four-person Adult Non-Fiction team put together a five-day Facebook Live series called Dewey Demystified.

We each have responsibilities for different Dewey decades. We decided right away to present on our own decades, so we were able to work with areas of the collection that we knew well and to focus on the most popular sections within those areas. While the program was intended to highlight the types of materials found in each Dewey decade, it also ended up being something of a team-building experience, as we met frequently over Zoom to consult with each other and to practice our presentations.

We brought our own styles and ways of presenting the material to the project. We all created PowerPoint slides, but we didn't try to make all the slides look the same. In choosing the images of books we considered the timeliness, popularity and attractiveness of materials, as well as how representative they were of the Dewey decade. We made sure that there wasn't a day when only one person presented and tried to keep each of the daily program under twenty minutes. Whenever possible we made comments and asked questions during our co-workers' presentations. A friend of the Department Manager's came up with the idea of using the app My Talking Pet to make it appear that her dog, Sally, was contributing to the program. Sally gave an amusing introduction that touched on Melvil Dewey's issues with women. Later Sally wondered why her little cousin, a wolf, was not in the Dewey decade with dogs. She also recommended two books of dog-focused poetry that happened to be favorites of mine.

We've had positive feedback on our program and the videos remain available on the Clinton-Macomb Public Library's Facebook page (parts 1, 2, 3, 4, 5). We'd be happy to provide more details and to answer any questions if you'd like to offer a similar program.

Flash exhibit: Black Lives Matter

Post by Violet Fox and Alex Kyrios

Since the most recent death of an African-American man in police custody, protesters have gathered around the world to speak out in support of the Black Lives Matter movement. George Floyd is just the most recent name to be added to the list of Black lives destroyed by police brutality and racial discrimination. Here in the U.S., many librarians have been working to compile resource lists to shed light on the history and context behind the protests. We expect many works will be published about these protests, adding to existing literature about mass incarceration and racial discrimination in the criminal justice system, and the about the history of Black struggles for justice and peace. The books listed below are fundamental for understanding today’s protests; let’s explore where libraries are classing these works.

The new Jim Crow : mass incarceration in the age of colorblindness by Michelle Alexander describes how systemic racial discrimination lives on even after the civil rights movement reforms of the 1960s. The United States has the highest rate of incarceration in the world, and young African-American men have been imprisoned at a rate far higher than their percentage in the population. This book has been classed by LC at 364.973 Criminal justice—criminology—United States, but you can see from the OCLC Classify tool that about 25% of WorldCat records for this book have an alternate class number: 305.8960973, a built number representing the sociological aspects of African Americans.

Law enforcement in the age of Black Lives Matter : policing black and brown bodies, edited by Sandra E. Weissinger and Dwayne A. Mack, is a fascinating look into the policing of minority communities. Chapters include “The Psychological Impact of Policing on African American Students” and “Police Use of Force: Practices, Policies, and the Law,” as well as chapters reflecting on immigrants’ experiences with border police and Immigration and Customs Enforcement (ICE). Libraries have classed this book at 364.3496073 African Americans—criminal offenders. Despite the questionable “criminal offenders” wording being used in WebDewey to describe people being policed, this classification does appropriately focus on the people who are being policed, not the police themselves.

Invisible no more : police violence against black women and women of color by Andrea J. Ritchie documents years of police violence towards Black women and girls and women of color. Ritchie describes how racial profiling and aggressive enforcement of minor offenses lead to repeated interactions with law enforcement and can ultimately end up with abuse by the police causing the deaths of marginalized women. Libraries have classed this work at 363.232 Patrol and surveillance, which is where many works about racial profiling have been classed. “Police brutality” is also indexed there. Do we need more specific numbers in this area?

When they call you a terrorist : a Black Lives Matter memoir by Patrisse Khan-Cullors and asha bandele is the story of Khan-Cullors, one of the cofounders of the Black Lives Matter movement. From a difficult and impoverished childhood, Khan-Cullors emerges with the awareness that only through building community and speaking truth to power can the Black and queer community she loves survive. Take a look at the classification chart for this book from Classify:

Some libraries have classed this work in 323.092 Civil rights leaders, while others have placed it with 305.8960973, and another third have classed it outside of the DDC, with biographies. (Some libraries prefer to collocate biographies rather than adding T1—092 to different numbers.) While most books in WorldCat have a relatively clear consensus about where they should be classed, this chart demonstrates dissension.

To help librarians classify similar works in the future, we’ve made a few updates to WebDewey this week. We’ve added new built numbers: one for the 2014 protests in Ferguson following the death of Michael Brown, 323.1196073077865090512, and one for the 2020 protests in Minneapolis, 323.1196073077657909052. As we’ve seen in this post, there are several areas you should consider when classifying such works, so while these two new numbers are appropriate for works on the protests themselves, works focusing on the role of police should probably use a different base number. Unfortunately, the experiences of Michael Brown and George Floyd are not unique. WebDewey shows the components of these numbers, so you can use different Table 2 notation and Table 1 time periods for similar protests, e.g., Baltimore protests after the death of Freddie Gray 323.119607307526090512.

We’ve also mapped the LCSH “Black lives matter movement” to 323.1196073 African Americans—civil rights. As always, we welcome your comments and feedback, on this topic or any Dewey topic, at [email protected]. If you haven’t already, please see the post from OCLC Next on this topic.

Flash exhibit: Cybercrime

This week, Wired magazine published a fascinating article about Marcus Hutchins, a British hacker who at age 22 foiled the global WannaCry ransomware attack of 2017. Attributed to North Korea, the attack infected out-of-date Windows computers around the world with “ransomware,” a form of malware that locks users out of their data unless they pay a ransom (typically in cryptocurrency) to the hackers. Working from his basement in rural England, Hutchins found a “kill switch” in the malware that rendered it harmless.

Nevertheless, Hutchins was arrested in the United States later the same year, in connection with separate malware he had created in his youth. He had initially worked with malware that infected networks of computers to be used in a distributed denial-of-service (DDoS) attack, which effectively shuts down a website by flooding it with spurious traffic.

In the DDC, computer security threats such as DDoS attacks are classed at 005.87, for computer security threats. See references there draws off malware to 005.88, and computer crimes to 364.168. While comprehensive works on malware are classed at 005.88, one focused on a specific threat such as DDoS attacks stays at 005.87. With today’s flash exhibit, we added new indexing there for distributed denial-of-service attacks, supplementing existing indexing on the broader concept of (non-distributed) denial-of-service attacks.

Moving over to the criminology schedules, we find computer crimes at 364.168 Business, financial, professional offenses, which has computer crime and while collar crime in a class-here note. We added a new index term “Cybercrime”, which previously had no keyword access in WebDewey. We also added a built number, 364.168092, for biography of white collar and computer criminals.

Works on hackers and hacking can ultimately go in either computer science or criminology. Unless you’re working with a very narrow definition, hackers aren’t necessarily criminals to begin with. But what if the choice of number is less obvious? Do a browse search for “Hacking” in the Relative Index:

The base heading shows where the interdisciplinary number is—in this case, computer science. Prefer that number if you don’t have a work of criminology. Everyone is innocent until proven guilty in the DDC!

Pneumonia and COVID-19

Guest post by Julianne Beall

In the March 2 blog post COVID-19 (Coronavirus disease 2019), we said that we were not sure where to tell you to class works on COVID-19. Now we have updated WebDewey with three new subdivisions of 616.241 Pneumonia:

• 616.2412 Bacterial pneumonia
• 616.2414 Viral pneumonia
• 616.2416 Fungal pneumonia

We have indexed "COVID-19 (Disease)—medicine" to 616.2414 Viral pneumonia.

What about the non-respiratory complications of COVID-19? These two notes under 616.1-616.9 Specific diseases are relevant:

Class a work treating all the complications of a disease with the disease, e.g., all the complications of diabetes mellitus 616.462

Class a work that focuses on one specific complication with the complication, e.g., peripheral nerve disorders associated with diabetes mellitus 616.856

Thus, a work about all the complications of COVID-19 would be classed with COVID-19 in 616.2414 Viral pneumonia, but a work that focused only on renal failure as a complication of COVID-19 would be classed in 616.614 Renal failure.

The number 616.2414 Viral pneumonia can be added at various places in the 610s and elsewhere. For example, the interdisciplinary number and social services number for viral pneumonia in humans (including COVID-19) is 362.1962414. The number for incidence of and public measures to prevent viral pneumonia in humans (including COVID-19) is 614.592414.

Remote volunteer opportunity during library shutdowns

We've heard from members of the Dewey community far and wide in the past week about the staggering impact of coronavirus. Winton, Juli, Alex, and I are all doing well so far, continuing our work from home.

Libraries around the world are figuring out how to best protect their workers and their patrons. For many, that means closing down and providing services online. Library classification is not the top priority for anyone at this point, but we're hearing that some library workers are struggling to find remote projects that ensure they are serving their library users in some way while their workplace is closed to the public. If that's a situation you're finding yourself in, we have a number of potential Dewey revision topics that require the research expertise of library workers of all types. You can find more information about the Dewey contribution program at oc.lc/deweycontributors. We would be glad to work with you to improve the DDC for library users at your institution and around the world—please get in touch at [email protected]. Be safe, everyone!